Unfairness: What We Do Matters

A new year allows all of us to reflect on goals and ideals that matter in our personal lives and professional work. Last year was packed full of events that often highlighted societal differences. Children are influenced by how differences and unfairness are addressed. As educators, we must also be attuned to how we handle the situations and conversations that children have in regards to differences. Children begin noticing differences among people at a young age and how we respond  to them can be critical in teaching acceptance of all people.


According to the National Association for the Education of Young Children, “The heart of anti-bias work is a vision of a world in which all children are able to blossom, and each child’s particular abilities and gifts are able to flourish.”  What we do as early childhood educators, matters--greatly. On the National Association for the Education of Young children website, the four goals of an anti-bias approach are outlined. Consider the four core anti-bias education goals as they apply to your own daily life and work. How do you assess yourself on each? What changes can you make in your classroom and in your daily interactions with children to move toward being an anti-bias educator? Visit: https://www.naeyc.org/resources/topics/anti-bias-education/overview



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Training Spotlight

1st-3rd grade educators worked together to learn engaging ways to develop number sense. Students will develop fact fluency while playing games that use their number sense strategies. By learning their facts in this way, students are not merely memorizing, but rather learning to work with numbers flexibly.  “Low achievers are often low achievers not because they know less but because they don’t use numbers flexibly – they have been set on the wrong path, often from an early age, of trying to memorize methods instead of interacting with numbers flexibly.” Jo Boaler,  Stanford University, 2009


April 8, 2019

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Pre-K 4 SA Professional Learning
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